Metacognitive Strategies: What Works?
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1 Metacognitive Strategies: What Works? Josephine Vonarburg, M.Ed. Regional Center - Fairleigh Dickinson University Successful Transition to College for Students with Learning Disabilities May 21, 2014
2 Workshop Plan Discuss the academic challenges for students with LD transitioning from High School to College Provide an overview of the concept of Metacognition and why it is important for learning Describe how Metacognitive Strategies can reduce the transition difficulties
3 Transition from High School to College Academics
4 Transition from High School to College Academics - Classroom / Teaching - Teachers - Homework/Assignments - Tests - Grades - Time Management Learning is the STUDENT S Responsibility
5 Metacognitive Strategies: Tools for New College Students
6 Metacognitive Strategies: Tools for New College Student To succeed in college, students must: know what tools they possess; know how and when to use those tools; know if the tools are working while they are using them.
7 Group Activity Eight pennies are placed in a row on a tabletop. Every other coin is then replaced with a nickel. Every third coin is then replaced with a dime. Finally, every fourth coin is replaced with a quarter. What is the value of the eight coins now on the table?
8 Metacognition: What is it? Thinking about one s own thinking.
9 Metacognition: What Is It? Metacognitive Knowledge - Knowledge About Self - Knowledge About Strategies - Knowledge About Task Metacognitive Control (self-regulation) -Create A Plan -Monitor the Plan -Evaluate the Plan Reflection
10 Metacognition: What Is It? Poor Metacognition Metacognitive Knowledge - Does Not Know About Self - Does Not Use Effective Strategies - Does Not Understand the Task Metacognitive Control (self-regulation) -Does Not Create A Plan -Does Not Monitor the Plan -Does Not Evaluate the Plan Does Not Reflect
11 Metacognition: What Is It? How can students develop and improve metacognition?
12 Metacognitive Strategies metacognitive thoughts are deliberate, planful, intentional, goal-directed, and future-oriented mental behaviors that can be used to accomplish cognitive tasks. (Flavell, 1971)
13 Metacognitive Strategies Student Brain Metacognitive Strategies Task
14 Metacognitive Strategies Student Self-Awareness: - Learning Disability - Learning Strengths/Preferences - Goals / Motivation
15 Metacogntive Strategies Brain Understand how learning and memory function (Information Processing):
16 Metacognitive Strategies Wong, L.(2012). Essential study skills. Boston, Wadsworth Cengage Learning.
17 Metacogntive Strategies Brain Understand how learning and memory function (Information Processing): - How to prepare for class; - How to take notes; - How to approach reading; - How, when and how long to study.
18 Metacogntive Strategies Task Know what is expected of you. - Understand the assignment. - Use Critical Thinking
19 Metacognitive Strategies
20 Metacognitive Strategies Bloom s Taxonomy
21 Metacognitive Strategies: How to Start Building the Bridge
22 Metacognitive Strategies: How to Start Building the Bridge Make them aware of what to expect in college. - Interview recent graduates. - Have student do internet searches. - Youtube videos.
23 Metacognitive Strategies: How to Start Building the Bridge Teacher Modeling: - Describe your own thinking process. - Explicitly explain each step in the process.
24 Metacognitive Strategies: How to Start Building the Bridge Ask the right questions: -What do you know? -What don t you know? -What do you need to know? -How are you going to learn it?
25 Bibliography El-Hindi, A. E. (2005). Enhancing metacognitive awareness of college learners. Reading Horizons, 36, Flavell, J. H. (1971). First discussant's comments: What is memory development the development of? Human Development, 14, Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), Hacker, D. J. (1998). Metacognition in educational theory and practice. Mahwah, N.J.: L. Erlbaum Associates. Savia, C. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10, Trainin, G., & Swanson, H. L. (2005). Cognition, metacognition, and achievement of college students with learning disabilities. Learning Disability Quarterly, 28, Wong, L.(2012). Essential study skills. Boston, Wadsworth Cengage Learning.
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BANK B-I-N-G-O. service charge. credit card. pen. line nickel interest cash bank. ATM dollar check signature. debit card.
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